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Candlelight &amp; Soundbites: A New Kind of ConnectionTeaching has a way of humbling us. No matter how much we prepare, there are days when the lesson flops, the students giggle at our expense, or we walk away thinking, Well… that didn’t go as planned.In the moment, those experiences can feel like setbacks, or even shame. But give it some time, and they often become the very stories we tell with a smile. They remind us that growth isn’t polished; it’s human.I’ve noticed that when we share these stories, something powerful happens. The walls between “leader” and “teacher,” “new” and “veteran,” start to crumble. What’s left is honesty, laughter, and the quiet comfort of knowing: none of us are doing this alone.That spirit is what inspired my newest free resource, Candlelight &amp; Soundbites (found under "Seeds of Success" tab). Think of it like a poetry reading, but instead of poems, leaders and veteran teachers share their “most embarrassing” teaching moments, and the wisdom that came with them. It’s a simple activity you can use to spark connection and compassion in your own school community.Because sometimes the seeds of success don’t come from the big wins. They sprout from the cracks, where honesty, vulnerability, and growth take root.

Seeds of Success....starts here

Staying the same can feel both easy and hard. Easy, because we get used to routines. Hard, because when change arrives, it often demands more of us than we’re ready to give. In education, that reality is clearer than ever, especially with so many new teachers stepping into classrooms without traditional training, simply because schools need bodies in the building.Strong education leadership once inspired me to grow, pursue advanced degrees, and commit to the classroom. I remember receiving professional development for teachers that was customized, creative, and transformative. That kind of support is rare now, and it’s one reason teacher burnout prevention has become such a challengeI understand both sides of the teacher shortage. It’s strange to me now because there was a time when I loved every moment of being an educator. I drove 50 minutes to work each day, and still came home on Fridays ready to take my kids to watch my students perform or play. Teaching was glorious. I even earned my doctorate in education because I couldn’t imagine leaving the profession; I saw my future there.But then leadership changed. And with it, everything I loved about the profession shifted, too. After 11 years, I walked away. I thought I was done. For two years, I explored other paths, but eventually I wondered if I had left too soon. So I returned. Yet within months, the same feelings I had when I left the first time came flooding back. Nothing had improved; in fact, much had worsened.What’s missing now is the spark I once saw: meaningful professional development, leadership that inspires, and creativity that reshapes entire schools. I once worked under a leader who transformed her school from a chaotic “Joe Clark beginning” into a thriving community, raising CCRPI scores, morale, and decreasing discipline along the way. That kind of leadership made me want to stay, grow, and pour everything I had into education.We can get back there. But it requires reflection and the willingness to change. Leaders often don’t realize the impact they can have on teachers, not because of programs or policies, but because of presence and vision. One leader changed my entire life without even knowing it. She pushed me to grow, believe in myself, and envision a future I hadn’t considered. Because of her, I became Dr. Ogletree. Because of her, Root to Tree Consulting exists today.She embodied what true leadership is: impact, change, partnership, strategy, and movement. That experience showed me the power of resilience and determination, not just for students, but for the teachers who guide them every day.So I’ll leave you with this question: What are you willing to change to bring back the spark?

The Shift That Changed Eerything

Right before I walked away from the classroom, a teacher stopped me in the hallway.“Are you really leaving?” they asked. &nbsp;“Yes,” I said. “And it took me two full years to make the decision.”They looked me in the eyes and said something that still lingers in my spirit:“Ten years ago, I woke up and realized I hate what I’m doing. But I’m less than seven years from retirement. So I just keep going.”Then they smiled, told me they were proud of me, and wished me well.And while it was a kind and vulnerable moment, my mind went in 2,000 directions.What if this person teaches my child one day? Are they showing up with resentment, with detachment, with love? Are students feeling the emotional weight of a teacher who’s just passing time? What kind of culture have we created where someone can say “I hate what I do” and feel powerless to change it? Honestly, my thoughts ranged from compassion to concern to quiet panic. I wondered what made them stay. I wondered if they could ever feel connected again. I wondered if I could have helped.Out of all the things teachers shared with me before I left, that moment hit me the hardest. Because while their vulnerability was real… so was the resignation. And I still wonder what it’s costing them and their students - every day.&nbsp; &nbsp;Leaders, It’s Time to Pay AttentionDo you know what’s really happening inside your building? Not the walkthrough version. Not the PD feedback form version. The truth. The emotional reality of the people you lead.Or have you started “going along to get along”?Because the truth is, &nbsp;teacher burnout doesn’t begin at exhaustion. It begins at misalignment. In isolation. At subtle, compounding wounds that go unseen.And if your staff is burnt out, no program, data point, or observation cycle is going to fix that.I've seen first-year teachers walk in with hope and walk out with exhaustion and the quiet resignation that comes when support is surface-level instead of truly tailored to their needs.And while that reality is hard to watch, it’s not inevitable. When leaders commit to hands-on, customized professional development with genuineness, they plant seeds of confidence, resilience, and growth that can transform a teacher’s entire career and, in turn, a school’s culture.

“Teacher Burnout Is Real — and School Leaders Can’t Afford to Ignore It”

The Domino Effect. &nbsp;In layman’s terms, it means that one small action can set off a chain reaction, &nbsp;like a line of dominoes falling one after another.Let’s break it down with an example:If a teacher feels overwhelmed and unsupported, burnout may follow → which impacts student learning → which contributes to lower test scores → which puts pressure on leadership → which creates stress for the entire school community.And it doesn’t stop there.From the parent’s perspective: &nbsp;A drop in student performance leads to frustration and helplessness at home. Parents may not know how to advocate for their child or may become disengaged entirely, &nbsp;adding to their stress and disconnect from the school system.From the student’s perspective: &nbsp;Lack of support in the classroom may feel like the teacher doesn’t care, even if the opposite is true. That disconnect can spiral into behavioral issues, academic apathy, and a pattern that follows them from grade to grade. And even if they do land in a more supportive class later, the damage may already be deep, forcing the next teacher to choose between catching one student up or keeping the rest of the class on track.All of this... from one initial push.That’s the power of the domino effect. But here’s the truth: it works both ways.Just one small act of intentional leadership: &nbsp;a kind word, a pause, a checked-in teacher, a restructured PD, a listening ear can start a ripple of restoration.We don’t always need to “go big or go home.” Sometimes it’s one small thing that changes everything.

The Domino Effect

Goals Concept. Chart with keywords and icons on white background

There’s this neverending list of things you're expected to complete, improve, undo, insert, plan, fix, dismantle, discontinue, and start, all before the school year is even in full swing. And let’s be honest: time never feels like your friend.But what if it could be?Time can work in your favor, if you can find it, claim it, and lead with intention. Yes, the weight of leadership is heavy, and the responsibility seems to land squarely on your shoulders... or does it?Picture this:You walk into your school building and there it is this massive ball sitting right in front of the door. It’s blocking your entry. Behind it? Everything and everyone you need to reach: students, teachers, parents, district staff, even that 10 a.m. meeting. But the only way to get to any of it is to push that ball out of the way.You lean in, push hard, and finally move it just enough to squeeze by and make it to your office, but now you’re drained. You’ve used up the mental and physical energy you needed for the rest of your day. You made the meeting, yes, but your mind is still stuck at the door.That ball? That’s your list. And you were never meant to push it alone.What if you had a team assembled not just in name, but in purpose? A team aligned to help move that ball together. Imagine the momentum you could create. The space you’d open. The energy you’d conserve. The impact you could make.Now reflect:Are we holding ourselves to the expectations we set for others? What are our collective goals and do we all know them? How are we tracking progress toward those goals in real time? Are our meetings building momentum, or just checking boxes? What do I want to see in my school and how can I be that vision?

That Never-Ending List and the Ball Blocking Your Door

Chess pawn piece outstanding. Leadership concept. Unique individuality and standing out of crowd.3D rendering on black background.

You Know What You Need &nbsp;For school leaders who are ready to trust their instincts this year.School leaders, you already know what you need.Yet too often, you choose the program, the article, or the initiative that doesn’t quite fit. You’re chasing results, higher test scores, improved attendance, fewer discipline referrals, but the tools you’ve been handed don’t always reflect your school’s reality.Yes, district goals matter. But so do yours. And if we’re being honest? Most of what you’ve been given wasn’t designed with your leadership style or your community in mind.&nbsp; Remix What You’ve GotBooks, how-to guides, outside consultants, they’re all resources, not solutions. And here’s the truth: you don’t have to follow any of it to the letter. You have permission to adapt, remix, and restructure it all to match your vision.Because when it comes down to it, you already know what works for your students, your staff, and your community.&nbsp; This Year, Make It YoursYou know what your teachers need, you’ve been one. You know what your students need, you’ve listened. You know what your school needs, because you’ve led from the inside out.So build the year around that knowing. Start with what feels true. Then create from there.

Blog

Seeds of Success....starts here

The Shift That Changed Eerything

“Teacher Burnout Is Real — and School Leaders Can’t Affor...

The Domino Effect

That Never-Ending List and the Ball Blocking Your Door

You Know What You Need